Significant Part in Installation Sundry Norms and Ethics - Term Paper Example

Name Tutor Course Date Ethics Introduction Child bearing practices are considered as being different among various cultural orientations in the society. Each individual views their own culture as being superior to other cultures. This feeling is mostly referred to as ethnocentrism. The issue of difference in culture is evident in American public schools whereby teachers from different cultural background instruct students from equally diverse cultural background. In some societies certain actions are considered as morally wrong as considered as criminal offences while in other cultures similar actions are regarded as morally or ethical upright. The difference in what in regarded as morally upright or wrong within different cultural orientation therefore sets in the dilemma on childrearing practices and whether certain acts may be abusive or just different. The essay aims at discussing the variation in child rearing practices in different cultures and if the society can tolerate such practices that are considered as abusive from the perspective of their own culture. In addition, the essay will shed more light on how far the society can engage in tolerance in respect to diverse cultural practices (McIntyre & Silva 8-12). Cultural Relativism Cultural relativism involves a theory that explains the nature of morality in the society. It asserts that within the society there are no universal moral rules since the moral rules of a particular society are generally culture bound. Some actions are morally accepted in a particular society and regarded as morally wrong in another society. Therefore the main flaw of cultural relativism involves the fact that there is non-existent of universal moral rules within the context of the society. What is accepted in one society may be unacceptable in another society. Hence there is lack of universal moral standards and principles that are engaged in the process of governing the entire complex societal setting. Cultural relativism is judged in accordance to the socially approved norms and standards of the society. The negative consequences of cultural relativism involves the disparity in the society in terms of what is morally accepted and what is considered as morally wrong or unacceptable in the society. This will further lead to intolerance to some extend in regards to cultural differences in the society. However, in a situation where the society shares certain values there should be a form of uniformity in relation to child rearing practices and what would be considered as morally wrong or upright in the context of the entire society (McIntyre & Silva 8). Culturally Diverse Childrearing Practices: Abusive or Just Different? Educators within the learning context are considered as ethnocentric as they tend to understand more their own personal cultural background. They judge the culture of other individuals in terms of their cultural founded behavior therefore attributing such culture to be inferior to theirs. In general terms teachers engage in the process of observation of childrearing practices within cultural diverse families. Disciplinary practices within the cultural diverse families are different and in most cases considered as odd and cruel. Thus, as a result of variations in terms of cultural, social, religious and moral standards there is evidence of great differences in the ideal childrearing practices. Lack of knowledge among educators in relation to child abuse and culturally varied childrearing contributes to various misjudgments on the appropriate childrearing practices. Instructors in schools mainly adhere to the disciplinary practices of the majority leading to the perception of cultural varied practices as being abusive. This places the parents from a cultural diverse childrearing practice at a greater threat of being reported to agencies that deal with neglect and abuse (McIntyre & Silva 8). For instance in relation to punishment physical form of punishment is generally acceptable within the low socio-economic classes. In such a scenario educators face the dilemma on whether to engage the students in some form of corporal punishment as a method of disciplining them or not. Physical punishment in some culture is regarded as a form of discipline in order to instill punishment whereas in other cultural orientation such form of punishment is disapproved. For example Vietnamese-American culture engaged in ear piercing that is a common tradition to punish a wayward child through tying the child’s ear to a doorknob. Additionally, there is a cultural difference among the low income levels where children are brought up independent with restricted leadership and training. In this type of low income black culture the behavior may be viewed by the teacher or any other culture as violations of fundamental beliefs in relation to proper childrearing practices. Furthermore in some culture non-compliance with the school rules lead to a student undergoing physical discipline so as to improve their performance. In such a scenario the form of punishment subjected to the child may be regarded as a form of child abuse by the instructor within the context of American schools ((McIntyre & Silva 8). In terms o0f folk medicine practices the variations in terms of culture is also evident in childrearing practices. Various types of treatment in some cultures can be regarded as a form of abuse. For instance a common practice known as cupping that is common within the cultural orientation of East Asia involves a ring shaped burn on the body. This practice may be viewed as abuse but in this cultural perspective it believed to draw out aggravating substances. In addition some culture believes in divine type of healing as opposed to hospital/medical healing. In this culture when an individual falls ill the family engages in prayers as opposed to taking the individual to hospital to seek treatment. Among the low income Hispanic areas there is a blend between Catholicism and African spirit worship. In relation to sick children animal sacrifices, wearing of certain colors or beads may be prescribed by a “Santero” priest. In cultures where the vice is not practiced it may be viewed as morally wrong and inappropriate parental or childrearing practice (McIntyre & Silva 9). The process of determining whether certain childrearing practice in relation to variation in culture is morally upright or not has proven to be a daunting task among instructors. Therefore in this case instructors within the culturally diverse student’s context should strive to gain more knowledge in terms of child abuse while gaining more knowledge involving cultural practices and characteristics of their students. This will further lead to an enlarged perspective in the process of evaluating the available proof for the purpose of preventing various misunderstanding from arising. Apart from accessing more information via texts and articles community leaders form different cultural background should be contacted so as to offer more insight. In addition, if the instructor is unsure of his assessment further investigations should be carried out where the family of the student should be involved to shed more light on childrearing practices in accordance to their cultural outlooks ((McIntyre & Silva 10). In my opinion, culture should allow those aspects that allows for the child to recognize their mistakes without causing harm or any form of abuse to the child. Hence culture should permit such practices that does not cause harm or inflict danger to the child as a childrearing practices. Culture should play an important role in setting various norms, values and standards that promote discipline in childrearing practice. Therefore a criterion should be set in order to distinguish between the practices that can be tolerated and those that are unacceptable. In most cases the norms, values and beliefs are used in the process of defining cultural practice in childrearing process. Hence, such norms should dictate what acceptable practice is and what is not. These practices must be guided by the common good of the child and not inflicting harm, injury or pain to the child (McIntyre & Silva 12). Conclusion Finally, culture plays an important role in childrearing practice. However educators of different or majority culture may fail to understand certain practices of a different culture in terms of disciplining the child. Certain practice for instance physical punishment may be termed as abusive in one culture while accepted by another. Teachers need to acquire more knowledge in cultural orientations so as to avoid misunderstanding punishment to child abuse while teaching a cultural diverse students fraternity. Works Cited Tom McIntyre & Patricia Silva (1992). Beyond Behavior, Volume 4, issue 1, pages 8-12. Read More